Digitale tegnologie as alternatiewe benadering tot onderrig van vaardighede vir leerders met erge intellektuele gestremdheid

Abstract

Digital technology as an alternative approach to teaching skills to learners with severe intellectual disabilities Learners with severe intellectual disabilities have been described in the past as impossible to teach and placed in programmes designed to provide only basic care and safety. However, research has shown that these learners can be trained and develop skills that are important for increased quality of life. Skills acquisition in five different areas of development involves long-term teaching and ongoing support to learners with severe intellectual disabilities. This article discusses how digital technology addresses the skills development of these learners in such a way that they also experience success and improve their self-image. According to the findings of this study, it is confirmed that digital technology can improve learners’ involvement and retention of certain skills and activities. The findings also showed that the literature, knowledge of learners with severe intellectual disabilities and digital technology are essential for successful skills development. Examples of specific skills that can be learned with the use of digital technology include household, leisure and work skills as well as skills for the outside world and partial independence. Digital technology has become an integral part of everyday life and is increasingly being used to enhance access to and quality of education. In South Africa, the Education White Paper 7 provided an impetus for the Smart School Project in which the WCED has equipped special schools with various digital technologies. While there is ample literature on the use of technology in mainstream schools, there is limited literature on the value of technology in special schools. The central theme of this article is therefore, the use of digital technology for the skills development of learners with severe intellectual disabilities. This study was conducted within the framework of the explanatory-sequential-mixed-method research design with socio-constructivism as the philosophical framework. Data were collected and analysed according to the explanatory-sequential-mixed method. Quantitative data (digital online questionnaire) and qualitative data (group interviews and semi-structured interviews) were collected separately. This data was set against the background of an extensive literature study. The school was purposefully selected as one of the pilot schools in the School Classroom Project of a specific education department. The participants were purposefully selected to represent teachers and therapists at special schools for learners with severe intellectual disabilities. Aligned with the research design, data analysis was done statistically as well as thematically. Findings were then integrated and discussed thematically. Triangulation was used to verify the reliability and validity of the research findings. Three themes emerged from the findings, indicating the positive value of digital technology in the skills development of learners with severe intellectual disabilities. By mapping the findings from the data against the literature review, several recommendations are made to promote and improve the use of digital technology in special schools with specific reference to learners with severe intellectual disabilities. In conclusion, as an outflow of this research, the researcher identified a need and subsequently created an application (app) for developing the packaging skills required within protective (sheltered) labour market environments for learners with severe intellectual disabilities after completing their school career. This application will be available on the Google Play Store as well as other virtual platforms soon.